Discusses a new whole-building simulation software tool from the U.S. Dept. Of Energy that designers can use to calculate the energy use of underfloor air distribution (UFAD) systems and compare their performance to conventional overhead air distribution systems. This improved understanding of UFAD systems can lead to better system design and increased efficiency for both new buildings and retrofits. 2p.

Presents a collection of laws in the Institute's database that deal with school indoor air quality. The chart includes laws that address schools directly or exclusively, but does not include general laws that may also affect schools. States without such laws are not represented in the chart, and the list does not claim to be exhaustive compilation. 19p.

Describes the benefits of thermal displacement ventilation (TDV), which delivers cool air just above the floor at a very low velocity, after which it falls toward the floor and spreads across the room. As the air picks up heat from occupants and equipment, it rises to the ceiling and is exhausted from the space. Contaminants, including germs from the occupants, are carried up and out of the space instead of being mixed with the room air as they are with conventional ventilation schemes. TDV systems differ from underfloor air distribution systems in that they do not require a raised floor and they supply air at lower velocities. 2p.

Summarizes research aimed at improving indoor air quality and reducing noise and energy consumption of relocatable classrooms. Researchers have developed specifications for an improved heat-pump air-conditioning system that provides a seasonal energy-efficiency rating (SEER) of 13. Field tests revealed that the units are superior to conventional units that are currently used in relocatable classrooms because they improve indoor air quality, save energy, operate more quietly, and provide similar or better thermal comfort. Although the study primarily focused on relocatable classroom applications, the wall-mounted packaged units are designed to fit on any modular or portable buildings for both new construction and retrofit applications and can be used in most U.S. climates. 2p.

Based on the Leadership in Energy and Environmental Design (LEED) rating system for new construction, the LEED for Schools Rating System considers the unique nature of the design and construction of K-12 schools, addressing issues such as classroom acoustics, master planning, mold prevention, and environmental site assessment. By addressing the uniqueness of school spaces and children's health issues, LEED for Schools provides a tool for schools that wish to build green, with measurable results. LEED for Schools is a third-party standard for high performance schools that are healthy for students, comfortable for teachers, and cost-effective. It provides parents, teachers and the community a "report card" for their school buildings, by verifying that schools are built healthy, efficient, and comfortable. 77p.

Highlights the accomplishments of Charlotte Mecklenburg School District and Milwaukee Public Schools using superintendent leadership to create healthier learning environments, particularly in the areas of indoor air quality. The publication includes a CD-Rom with forms, action plans, checklists and other resources. 8p.

Advises on school building ventilation, discussing types of ventilation, natural and artificial ventilation methods, heat recovery, passive ventilation, indoor air quality, specialized teaching spaces, and extra considerations for special needs students. A flow diagram and survey for ventilation and indoor air quality assessment, are included, as are 24 references. 60p.

Examines the potential of environmentally-conscious school design for improving education. This book provides an assessment of the potential human health and performance benefits of improvements in the building envelope, indoor air quality, lighting, and acoustical quality. The report also presents an assessment of the overall building condition and student achievement, and offers an analysis of and recommendations for planning and maintaining green schools including research considerations. Includes 390 references. 180p.

Provides a checklist for estimating potential Leadership in Energy and Environmental Design (LEED)certification, listing the attributes of site selection and design, water efficiency, energy use, effect on atmosphere, building materials, indoor air quality, and innovation in design that are considered under the LEED system. The number of required points in each category are shown, with an opportunity to indicate whether or not features within that category are in place, and then add up the points. 2p.

Presents facility-related information from The Centers for Disease Control's 2006 School Health Policies and Programs Study (SHPPS). Text, graphs, and tables illustrate percentages of states, districts, and individual schools setting requirements for indoor air quality, pest management, drinking water, hazardous materials handling, foodservice facilities, and cleaning procedures. 2p.

Provides the regulatory framework in support of the United Kingdom's building regulations for the adequate provision of ventilation in schools. These guidelines consider the design of school buildings to meet the ventilation requirements of both The School Premises Regulations and the Building Regulations Part F (Ventilation). Sections of the document address ventilation of special areas, indoor air quality and ventilation, ventilation strategies, acoustics, fire precautions, natural ventilation, and system design options. 62p.

This study addresses indoor air quality and general conditions problems in schools throughout the United States. Tools employed to investigate conditions include a nationwide, web-based survey, characterization of actual operating conditions in schools through field audits and diagnostic tests, and retrofits in problem schools. Survey results found temperature to be by far the greatest comfort complaint in regular classrooms, with indoor air quality (IAQ) and then humidity being the next greatest areas of complaints. Ventilation problems were found at each of eight audited schools. These problems appear to be occurring due to a combination of factors including lack of maintenance, lack of knowledge of the systems and in some cases poor system design. Four small retrofit projects were also completed. The results from this project indicate that without substantial funding for and prioritization of school maintenance, widespread significant school improvements will not be realized. [Authors' abstract] 17p.

Provides guidance concerning the use and implementation of displacement ventilation (DV) for K-12 schools. It serves architects, engineers, and educators seeking to understand why DV is beneficial, addresses the implications of installing DV in schools, and details a design procedure for DV systems in school applications. It contains recommendations from a range of sources, including PIER research, ASHRAE Guidelines and Standards, and practical experience gained in the design, installation, and performance monitoring of DV systems in two California schools. Topics covered include general design requirements for classrooms, air supply characteristics, diffuser specifications, architectural design issues, load calculations, system sizing, HVAC design options, and estimating energy savings. Case studies from six installations are included, as are 42 references, a glossary, and numerous figures and tables. 123p.

Covers HVAC design considerations for displacement ventilation systems, drawn from completed research of the project, a computational flow dynamics analysis, and the results of the first demonstration classroom. The report addresses diffuser selection and layout, load calculations and system sizing and energy modeling options. The report also describes HVAC system requirements for displacement ventilation and control options. For the design phase, this report covers design requirements for TDV, load calculation procedures, energy modeling, and equipment selection. For the construction phase, the report documents show typical diffuser locations, ductwork layout, control details, and installation requirements. 23p.

Documents the performance monitoring results of a displacement ventilation demonstration project at Kinoshita Elementary in San Juan Capistrano, California. The report also documents the processes of design, financing and construction of the demonstration classrooms. The unit is designed to supply a steady 65-degree supply temperature, with variable air volume to maintain comfort in the space. This report assesses the performance of the unit in meeting specifications, and a comparison of comfort, indoor air quality, and energy use with a control classroom that is served by a conventional 4-ton packaged rooftop unit. 36p.

Documents the development of a unit that can tightly control supply air temperature in a classroom thermal displacement ventilation (TDV) cooling system, in response to varying load and outdoor conditions. Also described are the steps that the manufacturer has taken towards making it a production unit. The report provides an evaluation of the unit with all available data, and identifies the steps required to make this a production unit. 20p.

Serves as the final project report for Project 2, Thermal Displacement Ventilation (DV) in Schools, under California's PIER IEQ-K12 Program. Key outcomes included the following: 1)Two demonstration DV systems were installed, commissioned, and monitored in two classrooms; one in southern and one in northern California. 2)Results of the DV demonstration classrooms showed that significant energy savings are possible. 3)Other results of the DV demonstration classrooms showed improved IAQ and acoustics with acceptable humidity levels. 4)Teacher feedback was positive for the DV demonstration classrooms. 5)The demonstration classrooms confirmed that DV provides good thermal comfort for classrooms with normal ceiling heights (9 feet). 6)A supply of 1,100 cfm of 65-degree air is sufficient for most classrooms in California climates. 7)The use of a tuned VAV control strategy will optimize energy savings. 8)DV can be achieved today using a variety of HVAC system designs. 9)DV provides many compelling benefits including energy savings. 43p.

Provides background information on the potential energy use, indoor air quality and acoustic benefits of displaced ventilation as well as field experience with DV in schools and commercial buildings. The applications that could benefit from use of displacement ventilation are described including facility requirements, acoustic requirements, climate-related factors, and indoor air quality. Displacement ventilation system requirements for K-12 schools are defined, including diffuser requirements, HVAC requirements, and optional HVAC system features. Mechanical system options are described including central (chiller-based) plants, packaged direct expansion (DX) variable air volume systems and packaged single zone direct expansion units. Alternative control strategies are discussed and diffuser options are presented. Includes nine references. 15p.

Summarizes a study quantifying the impact of ultraviolet irradiation in the "C" band (UVC) on evaporator coil disinfection of California K-12 Schools, with the goal to determine if UVC is effective in reducing mold and mildew in HVAC systems, thereby improving airflow, indoor environmental quality, energy savings, and attendance. The study concluded that the UVC technology is effective in reducing microbial growth on air conditioning cooling coils. Since microbial activity is correlated with the amount of moisture present, the more humid the climate, the more applicable this technology. Additionally, this technology is more applicable in regions with high annual cooling hours, or inland climate zones, where the potential for mold growth is greater. The study team could not conclusively determine if there were any improvements in air flow or efficiency of the air conditioning units with UVC disinfection systems. 66p.

I-BEAM is computer software for use by building professionals and others interested in indoor air quality in buildings. I-BEAM contains text, animation/visual, and interactive/calculation components that can be used to perform several tasks including: conducting an indoor air quality (IAQ) building audit; diagnosing and resolving IAQ related health problems; establishing an IAQ management and maintenance program to reduce IAQ risks; planning IAQ compatible energy projects; protecting occupants from exposures to construction/renovation contaminants; and calculating the cost, revenue, and productivity impacts of planned IAQ activities.

Details findings and recommendations of a National Research Council study that discovered a lack of evidence-based studies on the benefits of green schools, a large number of confounding factors and variables complicating the research, a need for more attention to moisture control in green school guidelines, considerable evidence concerning the effect of indoor air on occupant productivity, inconsistent results on the association between daylighting and student performance, and a link between decreased noise levels and increased student achievement. Includes 146 references. 80p.

SAVES is a free software package that architects, engineers, school officials, and others can use to determine what type of ventilation equipment provides the best advantages for their unique applications. SAVES incorporates two software tools for the school design community: 1) the ERV Financial Assessment Software Tool (also referred to as ‘EFAST’) assesses the financial characteristics of energy recovery ventilation systems for school applications; and 2) the Indoor Humidity Assessment Tool (also referred to as ‘IHAT’) helps school designers assess the moisture control characteristics of ERV systems, along with other building design decisions that can impact indoor moisture levels and indoor air quality.

Offers guidance to help school building managers and operators understand the process of moisture management. It explains why controlling humidity is important and what settings to choose. It also advises on how to operate and maintain various types of humidity control systems, minimize both occupant complaints and energy bills, improve operations and maintenance of existing equipment, and make selections for equipment replacement. 30p.

Offers guidance to help school districts identify areas of strength and weakness in accommodating asthmatic students. Topics assessed include providing school district leadership, identifying and monitoring students with asthma, ensuring that students with asthma receive appropriate care and reducing environmental contributors. Education of staff, students, families, and caregivers, along with collaboration with health-care providers and the community is also covered. 4p.

Provides an overview of the central legal issues at the heart of current litigation involving IAQ in schools, as well as the ways in which courts have addressed those issues. The report describes the principal types of legal actions brought by students and employees against public school districts to address injuries related to school IAQ problems and analyzes selected legal issues in IAQ-related claims brought against public school districts by parents or school staff in three areas of the law: (1) state workers' compensation schemes; (2) common law tort; and (3) federal disability rights/non-discrimination statutes. 62p.

A field intervention experiment was conducted in two classes of 10-year-old children. Average air temperatures were reduced from 23.6oC to 20oC and outdoor air supply rates were increased from 5.2 to 9.6 L/s per person in a 2x2 crossover design, each condition lasting a week. Tasks representing 8 different aspects of school work, from reading to mathematics, were performed during appropriate lessons and the children marked visual-analogue scales each week to indicate SBS symptom intensity. Increased ventilation rate increased work rate in addition, multiplication and number checking (P<0.05), and subtraction (P<0.06). Reduced temperature increased work rate in subtraction and reading (P<0.001), and reduced errors when checking a transcript against a recorded voice reading aloud (P<0.07). Reduced temperature at increased ventilation rate increased work rate in a test of logical thinking (P<0.03). This experiment indicates that improving classroom conditions can substantially improve the performance of schoolwork by children. [Authors' abstract] 368-372p.

Summarizes a general HVAC load calculation for a hypothetical single-level classroom building in coastal Southern California, and an identical building in Sacramento, including accommodations for thermal displacement ventilation (TDV). Subsequent sections of the report provide a schematic description of three design options for applying TDV in the hypothetical classroom building. For each of the three options, a summary of the system design, major components, HVAC sequences of operation, and estimated capital costs are indicated. For each design option, an effort has been made to address the relative advantages, disadvantages, and limitations of each TDV design option, and to highlight differences from conventional HVAC design approaches. A general schematic of the system layout, room layout and room section are included for each system design. 18p.

Documents the requirements for new products designed specifically for thermal displacement ventilation (TDV), with the objective of identifying new products for TDV that are not currently available. The identification of new products springs from the TDV design charrette, system design options study, and market barriers study performed in this California research project. 12p.

Details the sources and health effects of poor indoor air quality in California's schools, homes, and public buildings. The estimated cost of indoor pollution to California's economy and the piecemeal, ineffective nature of the state's mitigation efforts are described, as are approaches for prevention and reduction of the problem. Opportunities for mitigation are prioritized, with highest priority going to those that are most toxic and those which lack any existing regulatory oversight. 363p.

Presents the research plan to quantify the impact of ultraviolet C-band (UVC) light on coil disinfection and indoor air quality of California K-12 Schools. The plan includes research on biological sampling, school selection, qualification of HVAC units, pre-installation microbiological testing, pre-installation air conditioning performance testing, installation of UVC lamps, post-installation testing, analysis, and reporting. 43p.

While 31 million Americans have been diagnosed with asthma, children are most severely affected. Asthma also is common among teachers, indicating that the school building environment may be associated with asthma prevalence among occupants. This provides concise recommendations for laws and regulations that control indoor air quality problems, with the goal of reducing the occurrence and severity of asthma and other respiratory diseases. The recommendations address ventilation, maintenance, chemicals and products, and building design, construction, and renovation. 18p.

Describes the role facility managers play on the indoor air quality action team as providing energy-efficient facilities that have quality lighting, comfortable temperatures, and good indoor air quality (IAQ) -- all within a tight budget.

Reviews a recent study investigating the link between exposure to volatile organic compounds (VOC's) and asthma in young children. The study determined which VOC's presented the highest risk, and that the most common allergy among both asthmatics and non-asthmatics was house dust mite. Sources and types of VOC's commonly found in schools are listed, along with several measures for maintaining good school indoor air quality. Includes nine references. 6p.

Informs parents, advocates, and school personnel about existing laws and resources available to ensure that every school in New York is an environmentally safe and healthy school. The guide reveals how to recognize air quality and other environmental problems and who to contact when adverse conditions are discovered. It examines problems associated with asbestos and lead, the importance of proper ventilation, fire hazard identification, hazardous structural problems, playground safety, and bathroom sanitation. Also included are ways of making a school free of pesticides. Each environmental hazard highlights the applicable laws involved and lists who to contact when these specific problems are uncovered. Appendices provide sample of complaint letters, the affirmative steps that can be taken to make a school safer and healthier, and Congressional contact information. 42p.

Presents the research plan to quantify the impact of UVC Light on coil disinfection and indoor air quality of California K-12 Schools, including a technology assessment, literature review, and study design, and ten references. 25p.

The purpose of this study was to assess environmental conditions in California's portable classrooms. This report describes the sample design, the survey instruments, the data collection process, the data analysis procedures, and the results that show and compare the major characteristics of the populations of eligible public schools as well as portable and traditional classrooms. Results from this survey suggest that there are major issues associated with environmental conditions in California K-12 schools. Environmental factors, complaints, and health symptoms reported by teachers and facility managers are often different between the traditional and portable classrooms. Measured levels of formaldehyde are significantly higher in the portable classrooms. More extensive monitoring and classroom assessment are required. [Authors' abstract]

The primary goals of this research effort are to develop, evaluate, and demonstrate a very practical HVAC system for classrooms that consistently provides quantity of ventilation in current minimum standards, while saving energy, and reducing HVAC related noise levels. This research is motivated by the public benefits of energy efficiency, evidence that many clasrooms are under-ventilated, and public concerns about indoor environmental quality in classrooms. This document provides a summary of the detailed plans developed for the field study that will take place in 2005 to evaluate the energy and IAQ performance of a new classroom HVAC technology. The field study will include measurements of HVAC energy use, ventilation rates, and IEQ conditions in 10 classrooms with the new HVAC technology and in six control classrooms with a standard HVAC system. Energy use and many IEQ parameters will be monitored continuously and remotely, while other IEQ measurements will be performed seasonally. The study plan include the collection of real time data for a full school year, the use of high quality instrumentation, the incorporation of many quality control measures, and the extensive collaborations with industry that limit costs to the sponsors. 16p.

Explains the current understanding of the relationship between mold exposure and illness, approaches to diagnosis, approaches to environmental assessment, and strategies for clinical management and preventive intervention. Three case studies of teachers affected by mold in their schools are provided. 120p.

Presents conclusions from computational flow dynamics analysis of various classrooms in this California research into displacement ventilation in schools: 1) Sufficient cooling and thermal comfort can be provided through two displacement diffusers, providing 65- degree supply air. 2)A 9-foot ceiling is sufficient for thermal displacement ventilation. Benefits of stratification are seen with high (12-foot) ceilings; as a result, less air is required to maintain the same room setpoint, for the same design cooling loads. 3)Marginal comfort is maintained at locations close to the diffusers. The temperatures at floor level are cool (67-68 degrees). Seated students should be situated at a distance of at least 4 feet from the corner diffusers, to stay comfortable. 4) Lighting loads contribute less heat to the occupied zone than occupant or equipment loads. 5) Displacement ventilation shows improvements in ventilation effectiveness, as evidenced by lower CO2 levels and a lower mean age of air in the occupied zone. 66p.

Summarizes the current state of scientific knowledge about the adverse impacts of school indoor environments on health and performance. Key gaps in knowledge and critical outstanding research questions are also summarized. The report is based on a literature review that examined the relationships between indoor environmental quality (IEQ) in schools and the academic performance, attendance, and health of students. The quality of scientific methods and the consistency of findings among studies were also considered, as were similar studies in other building types, due to the lack of scientific information available specifically from studies in schools. The evidence suggested that poor environments in schools adversely influences the health, performance, and attendance of students, but overall inadequacies in school IEQ have not been systematically characterized. Includes 125 references. The public dissemination of this report is required by the No Child Left Behind Act of 2001, Section 5414. Studies of National Significance, subsection (a) (1) Unhealthy Public School Buildings. 36p.

Presents a report on the coordination of research for this study of thermal displacement ventilation (TDV) in California schools. The existing literature was reviewed to determine important design factors on TDV performance. The ceiling height, the location of the heat sources, and the convection heat flow at the wall impact the temperature stratification. Design guidelines were formed from results of computational flow dynamics (CFD) analysis and experimental data. These guidelines consist of predictions of floor temperature, the temperature difference between head and foot level, and ventilation effectiveness. The CFD and experimental results can support the existing design guidelines, or serve as the basis for new guidelines. Includes 30 references. 12p.

Assists school systems in identifying and remedying indoor environment health and safety problems. Chapter 1 contains a checklist for schools to use to identify important environmental health and safety issues that may be present in a school building. By maintaining the checklist for each issue, school personnel will be able to determine if there are any specific areas that may warrant attention. Chapter 2 contains references that provide specific regulations for each issue and any industry standards/guidelines that are available. This section also provides a quick resource guide for additional assistance. Chapter 3 provides a list of resources for further guidance. 24p.

This technology transfer plan provides a time-phased tabulation and description of documents to be published and distributed to disseminate the results and to increase the market penetration of the thermal displacement ventilation (TDV) and ultraviolet-c (UDV) technologies being studied in this The plan addresses market barriers that often impede the adoption of new technologies and analyzes the roles of influential market participants in the funding, specification, installation and operation of these technologies. Potential advantages and disadvantages TDV and UVC technologies are tabulated. Information dissemination channels are outlined for each set of market participants, including publications, periodicals, web sits and upcoming meetings. Technology transfer materials are described that can overcome market barriers for the influential market participants. Anticipated technology transfer deliverables are tabulated with the expected delivery date and channel to be used. 43p.

Two brochures discuss ways to improve indoor air quality in schools. The first (9 pages) presents six steps for organizing a school indoor air quality action plan. The second (15 pages) presents ideas for furnishings, cleaning, and renovation that will reduce mold, dust, lead, asbestos, and other hazardous materials contamination. 26p.

Advises that indoor air quality control measures be incorporated into construction bid documents. Work zones should be properly insulated from occupied areas to prevent infiltration of construction particulates and fumes, construction materials should be kept dry and off of the ground to prevent mold, and contractors should have proper storage that isolates toxic materials from the occupied area. After construction, proper regulation and maintenance of the HVAC system can help prevent expensive future remediation. 3p.

The purpose of this publication is to provide information about indoor radon with specific information about radon in schools of the Palos Verdes Peninsula Unified School District and general information about the potential for indoor radon elsewhere in California. Radon is a naturally occurring radioactive gas that is produced as a daughter product of the decay chain of uranium. Radon in soil gas can enter into buildings through cracks or openings in foundations and does so primarily by advection. Following entry into a building, radon decays to produce a series of alpha-emitting isotopes. If those isotopes are inhaled and decay in the lungs of a person, cell damage caused by the alpha particles can ultimately lead to lung cancer

Discusses the full-scale mockup classrooms developed to determine the supply airflow and supply air temperature conditions necessary to meet classroom cooling loads and maintain thermal comfort in this California research. Specifications for prototypical classrooms were developed to be representative of cooling loads and operating conditions found in modern classrooms. These specifications were translated into building models, and energy simulations were run to determine boundary conditions for a range of cooling loads and conditions. 17p.

Defines sustainable schools and its accompanying qualities of good site planning, lighting, indoor air quality, healthy building materials, acoustics, and use of renewable energy. Benefits to student achievement through daylighting and indoor air quality are detailed, and 34 references are included. 14p.

Presents data on IAQ perspectives and experiences from parents, students, teachers, staff, Teachers Federations/Unions, IAQ consultants, community-based advocacy groups, school boards/districts, government policy makers and deputy ministers from most jurisdictions across Canada. It includes a discussion of perceptions, issues, views, and experiences associated with IAQ; problems experienced with IAQ across the country; current policies or practices in place at the school board/district levels; an overview of current funding programs, policies and practices by federal, provincial, and territorial government jurisdictions; a description of best practices and keys to successful IAQ management; barriers and contributing factors to good IAQ management; suggestions for implementation of good IAQ management practice; and current and proposed communication practices. Recommendations are made based on participant suggestions to achieve and maintain good IAQ in school environments. Includes 103 references. 249p.

The purpose of this study was to conduct a comprehensive study and review of the environmental health conditions in portable classrooms; identify any potentially unhealthy environmental conditions, and their extent; and, in consultation with stakeholders, identify and recommend actions that can be taken to remedy and prevent such unhealthy conditions. The study also included a review of design and construction specifications, ventilation systems, school maintenance practices, indoor air quality, and potential toxic contamination including mold and other biological contaminants. Results and recommendations are detailed. 220p.

This manual focuses on practices that can be undertaken during the siting, design, construction, or renovation of a school; recommends practices to help ensure good indoor air quality during building occupancy; and suggests protocols and useful reference documents for investigating and handling indoor air quality complaints and problems. Sections cover why indoor air needs management; factors influencing indoor air quality; basic strategies for good indoor air quality; siting, designing, and constructing of schools for good indoor air quality; and operating and maintaining heating, ventilation, and air conditioning systems. Final sections examine air contaminant sources and control in classrooms, offices, and special use areas; and planning and management methods to maintain indoor air quality. Appendices provide the Washington State Department of Health School Indoor Air Quality Survey, and an HVAC Checklist. 126p.

In response to studies that show significantly increased levels of pollutants in schools near highways, this bill was passed prohibiting school districts from locating schools within 500 feet of the edge of closest traffic lane of a freeway or other busy traffic corridor. The bill also restricts locating schools on or near hazardous and solid waste disposals and pipelines. 7p.

Critically reviews available evidence on relationships between indoor environmental quality (IEQ) in schools and student performance. Because available evidence from schools was limited, the review expanded to include studies on direct relationships between the performance of children and adults and the indoor environments in schools, workplaces, residences, and controlled laboratory settings. The most persuasive available evidence suggests that some aspects of IEQ, including low ventilation rate and less daylight or light, may reduce the performance of occupants, including students in schools. Other evidence identifies additional possible influences, such as pollen and some carpets. (Includes 178 references.) 47p.

Describes recent mold remediation legislation in Connecticut, California, Montana, New Jersey, Oklahoma, Tennessee and Texas, including a discussion of some recent cases of mold litigation, theories of liability, and admissibility of expert testimony. 6p.

Describes how to protect and enhance school indoor air quality while improving energy efficiency. Common threats to indoor air quality are described, as is the energy cost of outdoor ventilation, energy recovery ventilation, and energy efficiency measures where adjustments may be necessary. 5p.

Briefly reviews the problem of poor indoor air quality in schools, along with its causes, consequences, and solutions. Includes 67 references. 8p.

The prevalence of prefabricated, portable classrooms (portables, relocatables, RCs) has increased due to class size reduction initiatives and limited resources. Classroom mechanical wall-mount heating, ventilation, and air conditioning (HVAC) systems may function improperly or not be maintained; lower ventilation rates may impact indoor air and environmental quality (IEQ). Materials in portables may off-gas volatile organic compounds (VOCs), including formaldehyde, as a function of age, temperature, and humidity. For a pilot study, public K-12 schools located in or serving target areas within five Los Angeles County communities were identified. In two communities where school districts (SD) consented, 1-3 randomly selected portables, one newer and one older, and one main building control classroom from each participating school were included. Sampling was conducted over a five-day school week in the cooling and heating seasons, or repeated twice in the cooling season. Measurements included passive samplers for VOCs, formaldehyde and acetaldehyde, and air exchange rate (AER) calculation; indoor air temperature and humidity; technician walk-through surveys; an interview questionnaire above HVAC system operation and maintenance (O and M). Measured classroom AER were low, formaldehyde concentrations were below the state indoor air guideline 'target level', and concentrations of most target VOCs were low. O and M questionnaire results suggested insufficient training and communication between custodians and SD offices concerning HVAC systems. Future studies should attempt larger sample sizes and cover larger geographical areas but continue to assess multiple IEQ parameters during occupied hours. Teachers, custodians, and SD staff must be educated on the importance of adequate ventilation with filtered outdoor air. [Author's abstract] 448p.

This study, funded by the California Integrated Waste Management Board, adopted the Collaborative for High Performance Schools (CHPS) Section 01350 indoor air quality guideline as the testing protocol to test emissions of products common to classrooms and State construction in comparison to the emissions of alternative materials such as recycled-content and environmentally preferable products. The products studied included acoustical ceiling panels, carpeting, fiberboard, gypsum board, paints, particleboard, plastic laminates, resilient flooring, tackable wall panels, thermal insulation, and wall base. The findings included: 1) both standard and alternative products exceeded section 01350 concentration limits more or less equally; and 2) the concentration limits most frequently exceeded were naphthalene, formaldehyde, and acetaldehyde. Among the conclusions were: 1) low-emitting, sustainable building materials are available within each of the categories studied; 2) many products tested emitted chemicals at rates that result in calculated concentrations that exceed the concentration limits used in this study; and 3) manufacturers should be encouraged to reduce emissions of certain chemicals from their products. An executive summary of this study is available. 315p.

The School Health Initiative: Environment, Learning, and Disease (SHIELD) study examined children's exposure to complex mixtures of environmental agents (i.e., volatile organic chemicals, environmental tobacco smoke, allergens, bioaerosols, metals, and pesticides). Environmental, personal, and biological data were collected on ethnically and linguistically diverse children in grades 2-5 from two Minneapolis, Minnesota, elementary schools. The enrollment rate for English-speaking, predominantly African American families was 42 percent, compared to 71 percent for non-English-speaking families (predominantly Somali and Hispanic). Most SHIELD households were low income, and 44 percent had no occupant with a high school degree or equivalent. These preliminary results indicated that there were ethnic/racial differences in exposure to environmental tobacco smoke in two economically disadvantaged neighborhoods. African American children tended to have the highest exposure, and Hispanic and Somali children had the lowest exposure. Both the baseline questionnaire and time-activity log did a reasonably good job of predicting urine total cotinine levels. Measured urine total cotinine levels were relatively good predictors of urinary NNAL+ NNAL-Gluc. Temperature, relative humidity, carbon dioxide, and carbon monoxide levels were comparable inside an older and newer elementary school. Differences were noted on several of the measures by race or language group. 9p.

This model legislation adressing indoor air quality (IAQ) in schools includes the following key components: 1)the state department of education has sole authority for the implementation of an Indoor Air Quality Management Plan, and the plan is developed in collaboration with the state department of health, state Environmental Protection Agency and an IAQ Schools Task Force; 2) a 13 member IAQ Task Force is appointed representing prescribed stakeholder groups and findings of the Task Force are reported to the state legislature; 3) training is required for relevant personnel within 3 years of enactment; 4) school-specific IAQ information is made available to students and parents and non-compliance is reported.

Presents the investigation and follow-up efforts that identified reasons and corrective measures for high humidity levels in the living areas of two Texas A&M dormitories. The paper describes how the dormitories were affected by excessive humidity by verifying design and existing HVAC systems, diagnosing humidity problems, and then recommending continuous commissioning measures implemented to deal with these problems. High humidity was attributed to largely to excess infiltration of unconditioned outside air, and to lack of effective airflow pathways within the buildings. 10p.

Presents a European outlook on school indoor air quality, with special attention to procedures an substances used to clean schools. 31p.

Explains the function and deficiencies of current traditional school HVAC systems that mix air, comparing these to displacement ventilation and underfloor air distribution (UFAD), which avoids many of these deficiencies. Advantages of displacement ventilation and UFAD are increased comfort, improved air quality, reduced energy consumption, quieter operation, decreased life cycle cost, increase flexibility for adaptive reuse, and enhanced student and teacher performance. 4p.

This article highlights indoor air quality and exposure to pollutants at school. Inadequate ventilation, inefficient filtration, and poor hygiene of air handling units are the main reasons for poor indoor air quality. The article examinines a case study done as part of a product demonstration in the Exhibit Hall of the Austin Convention Center during the 2002 USGBC conference. Carbon dioxide (CO2) monitoring was performed in accordance with sampling guidelines from ASTM D6245, Standard Guide for Using Indoor Carbon Dioxide Concentrations to Evaluate Indoor Air Quality and Ventilation. The CO2 monitoring values indicated that in the morning, the amount of ventilation provided to occupants was only about half of the recommended minimum. This inadequacy was communicated to operators of the building's HVAC system, who increased the opening of the outdoor air dampers to provide more ventilation to the Exhibit Hall. This resulted in significant increases in the ventilation rate at the breathing zone. Overnight monitoring data revealed that the Exhibit Hall's ventilation system failed to flush the space out before occupancy the next day. 7p.

Provides a point-by-point compilation of design, building product, and construction practice recommendations for controlling indoor air quality in schools. All school areas and building systems are covered in checklist format intended to assist clients, designers, and builders in working together before and during the design and construction process. 30p.

Report highlights six strategies identified by the CDC for schools and districts to consider when addressing asthma within a coordinated school health program, including creating a healthy school environment. 9p.

This review explores which facility attributes affect academic outcomes the most and in what manner and degree. The research is examined in six categories: indoor air quality, ventilation, and thermal comfort; lighting; acoustics; building age and quality; school size; and class size. The review concludes that school facilities affect learning. Spatial configurations, noise, heat, cold, light, and air quality obviously bear on students' and teachers' ability to perform. Needed are clean air, good light, and a quiet, comfortable, and safe learning environment. The review asserts that this can be and generally has been achieved within the limits of existing knowledge, technology, and materials; it simply requires adequate funding and competent design, construction, and maintenance. 24p.

The U.S. Environmental Protection Agency (EPA) developed the Indoor Air Quality Tools for Schools (IAQ TfS) Program to help schools prevent, identify, and resolve their IAQ problems. This publication describes the program and its advantages, explaining that through simple, low-cost measures, schools can: reduce IAQ-related health risks and triggers for asthma, identify sources of mold, improve comfort and performance levels, avoid costly repairs, avoid negative publicity and loss of parent and community trust, and avoid liability problems. The publication offers an overview of IAQ issues, offers examples of successful school efforts, and presents action items. 20p.

This testimony provides an overview of health and environmental issues in U.S. schools and describes efforts by the Environmental Protection Agency (EPA), in concert with other federal agencies, to help schools address environmental issues. These include the Clear Skies Initiative, Indoor Air Quality Tools for Schools, High Performance Schools, promotion of integrated pest management, SunWise School Program, Healthy School Environments Web portal, and President's Task Force on Environmental Health Risks and Safety Risks to Children. 11p.

This is a non-technical reader on how school buildings, health, and environment are entwined. The author provides a reasonable road map to consider when making decisions related to indoor air quality and other health concerns of school building environments. The author takes a look at unwise decisions that were made in the recent past, and believes that the previous emphasis on standardized, low-bid design and modular, environmentally indifferent school construction is undergoing a renaissance. In particular, chapter five discusses federal asbestos policy for schools in the late 1980s and early '90s. The author recommends an environmentally responsible analysis of traditional building construction or remodeling methods using the following criteria: 1) financial value and life cycle costs; 2) occupant health and comfort; 3) ecosystem impact; 4) educational value; and 5) common sense and integration. 63p.

This primer was prepared by the Healthy Buildings committee of the Child Proofing Our Communities campaign. The campaign aims to connect local efforts across the country, raise awareness of toxic threats to children's health, and promote precautionary approaches most protective of children. Following an introduction, chapter II, "Special Vulnerabilities of Children," discusses why children are more susceptible to toxins and how inadequately they are protected. Chapter III, "Toxins in Schools and Building Materials," explains the threat from the most common toxic substances found in schools. While the threats from building materials such as lead and asbestos are subsiding, mold, vinyl, and toxic fumes from carpeting present a new generation of hazards. Chapter IV, "Building Materials: From Hazardous to Healthier Choices," puts the hazards identified in Chapter III in context, identifying especially problematic building materials. Chapter V, "The Indoor Environment," discusses ways to improve indoor air quality and lighting as well as maintenance practices that avoid the use of toxic chemicals. Chapter VI, "Designing a Healthy School," outlines the lengthy process of designing and renovating a school from conception to completion. It explains how to construct or renovate a healthy school to avoid or minimize toxic hazards. Chapter VII, "Getting Your School Community Involved," explains how to mobilize support for a healthy school building and work with architects, school boards, and contractors to ensure that children's health is protected at school. Finally, chapter VIII, "The Safety of Our Children Is in Our Hands," describes steps that parents can take to identify and address some of the most common environmental health problems in schools. 58p.

This brief describes the findings of a consortium on indoor air quality (IAQ) in educational facilities held in Chattanooga, Tennessee. The objective was to determine the impact floorcoverings have on indoor air quality in schools relative to maintenance, volatile organic compounds (VOCs), airborne contaminants, moisture, surface contaminants, and product construction. As each type of floorcovering was discussed relative to the issues, participants began to formulate a consensus defining the proper floorcovering conducive to improved IAQ in schools. Floorcoverings reviewed were vinyl composition tile, conventional carpeting, and vinyl cushion tufted textile. The consortium also addressed preventing mold and mildew, controlling dust and particles, and eliminating VOCs. 4p.

Offers practical guidance to prevent IAQ problems in schools and resolve or alleviate such problems when they do arise. It describes how to implement a practical plan of action using a minimal amount of resources and includes general guidelines to prevent or help resolve IAQ problems; additional guidelines on specific indoor contaminants; recommendations on IAQ management approaches; recommendations on seeking professional assistance; and selected resources and references. 17p.

A description of the 2002 Excellence Awards and 2002 Special Achievement Awards for schools around the country that have adopted programs to improve indoor air quality in their buildings. The schools receiving these awards used EPA's Indoor Air Quality Tools for Schools kit to improve air quality. </